spoke each item and acted out the sentence. The students listened as she read the material. Some copied the information in their notebooks.”
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In sum up, the procedure in learning by using Total Physical Response is through stages and every stage will help students to understand the target
language through imperative drill. By using this procedure, teaching learning activity more organized and the teacher knows what heshe should do.
4. The Design of Total Physical Response
Here, the writer would like to explain the design of Total Physical Response.
a. The Objectives and The Syllabus
According to Asher in Richards and Rodgers’ book, “The general objectives of Total Physical Response is to teach oral proficiency at a
beginning level and the type of syllabus that use in Total Physical Response is sentence-based syllabus.”
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It means that the use of Total Physical Response is to make student speak fluently. But, to achieve that goal student
should enjoy the teaching learning activity. As Freeman said, “teachers who use Total Physical Response believe in the importance of having their
students enjoy their experience in learning to communicate in a foreign language.”
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It means that enjoying the activity is needed by student to reduce students stress on learning a foreign language.
According to Asher in Richards and Rodgers’ book, “Sentence- based syllabus is a syllabus with grammatical and lexical criteria being
primary in selecting teaching items.”
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This syllabus stress to the meaning rather than the form, the teacher makes students understand about grammar
before giving the form to the students.
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Jack C. Richards, and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A Description and Analysis, Cambridge: Cambridge University Press, 1986, pp. 96-
97.
50
Jack C. Richards, and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A Description and Analysis, … pp. 91-92.
51
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 2000, p. 113.
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Jack C. Richards, and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A Description and Analysis, … p. 91.
b. Teacher and Learner Roles Teacher Roles
The teacher in Total Physical Response classroom is the teacher that to take a role like a director, direct learner with giving them command
and learner must respond. The teacher needs to make learning process is active and fun. Because of that, the teacher should have well-prepared and
well-organized so that the lesson will flow like what you want and predictable.
Learner Roles
The main role of the learner is as a listener and performer.
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Learner listens commands from the teacher listener and respond it with physically performer. Learners are like an actor in the classroom who
performs all the command from teacher. The teacher has to make learners monitor and evaluate their own progress. So they have ability to know the
progress of their achievement.
c. Types of Learning and activities
Type of learning in Total Physical Response is with the imperative drill. Where the teacher gives commands, request, suggestion and so on, to the
students until they understand the meaning of the sentence and each verb in the sentence. After the students understand the teacher start to explain about
the material. In conclusion, Total Physical Response has an objective there is to
teach oral proficiency of the students using the sentence-based syllabus. In the classroom, the teacher and learners have their own roles. The roles are connected
each other. It can symbolize like a director and an actor, with giving commands, request, suggestion and so on to the actor until students understand the meaning of
the sentence, the sentence is delivered by command, request, and so on.
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Jack C. Richards, and Theodore S. Rodgers, Approaches and Methods in Language Teaching: A Description and Analysis, Cambridge: Cambridge University Press, 1986, p. 93.
